Date post: | 06-Feb-2016 |
Category: |
Documents |
Upload: | praveen-malovath |
View: | 17 times |
Download: | 0 times |
Unit –IV Writing Skills
Objectives
To equip the students with necessary writing skills in order to face the corporate world.
To strengthen the writing skills of the students and help them document their progress in
writing.
To enable students sharpen their communication skills towards writing a persuasive
resume and effective job application letters.
Theory:
There is no one set structure or framework that covers all possible forms of written
communication, except perhaps that writing should start with an introduction and finish with a
conclusion.
Written communication is like a bridge between writer and reader: like a bridge, its performance
and efficiency depend on its materials and structure. A good structure enables a powerful
message to be conveyed with minimum use of words. In section 4 appropriate structures for
popular pieces, essays, literature reviews, experimental write-ups, dissertations, professional
reports, academic papers and memos are suggested. This sub-section presents general principles
of structure. The overall structure of a piece of written work has blocks or sections of more-or-
less homogeneous material, arranged in order.
Sequencing is the skill of organizing textual material deciding the priority, the focus of the
different points and consequently the order in which it should be presented in a paragraph.
Sequencing is also about linking about ideas and concepts. Some of the common linkers are: in
addition to further, apart from, although however, in spite of etc.
Often the first section describes the problem, the second section collates the facts, the third
discusses deductions from and implications of the facts, and the last draws conclusions about
relationships (in scientific writing) or about desirable courses of action (in management plans).
Factors that contribute to clear, fluent and effective writing are:
1 Purpose: the reason for writing
2 Audience: the readers
3 Writer’s process: getting ideas, getting started, writing drafts and revision
4 Mechanics: spelling, punctuation
5 Grammar: rules of verb, agreement, articles, etc
6 Syntax: sentence structure, stylistic choice
7 Content: relevance, clarity, originality, logic
8 Word choice: vocabulary, idioms , tone etc
9 Organization: paragraphs,topic,cohesion and unity
I Session:
Portfolio writing
Objectives:
To help students develop communication in writing for a variety of purposes
To make them understand the structure and mechanics of writing resumes, reports,
portfolios and e-mails
Theory:
A portfolio is a purposeful collection of selective significant samples of student work
accompanied by clear criteria for performance which evidence student effort, progress or
achievement.
Why Student Portfolios?
Portfolios offer the opportunity to observe and document a wide range of student behaviors,
skills, and learning over an extended period of time. When combined with our five clearly
defined outcomes, they are a powerful tool for analyzing, assessing, and promoting academic
progress and personal growth. The portfolio enables the student, educators and families to
analyze capabilities, focus on strengths, and develop compensatory strategies for underdeveloped
areas, and plan for the future. Portfolios serve as the hub for integrating the diverse experiences
students have both in and out of the classroom. Using portfolios, students examine a broad range
of their own work, collected over time, to assess their own progress. They then use that
information to assist with decision making as they make those crucial choices concerning their
future. In this way, students become actively involved in a process of taking responsibility for
their own learning and life plan. Self-reflection is an integral part of the portfolio process and an
essential skill for problem solving and life planning. Students learn responsibility and
independence by developing their portfolios.
Advantages:
Examine their own work
Analyse and assess their own progress
Plan and manage their own progress
Integrate diverse experiences in and out of the classroom
Analyse their capabilities and drawbacks
Develop compensatory strategies for under developed areas
Check list of Categories that feed into Portfolios:
Essential Knowledge:
Graduation Requirements- benchmarks
Standardized Test Scores with graph
Best writing sample with reflection
Best work from each core class and electives with reflection
List of books read with reflection
Technological skills checklist
Communication:
Communication skills Feedback with reflection
Newsletter articles/ other written articles
Audio of communication evidence
Video of communication skills
Thinking Skills:
Work Experience Journal
Critical Thinking skills Evidence
Problem Solving skills Evidence
Creative Thinking skills Evidence
Decision Making skills Evidence
Emotional Intelligence:
Self-assessment Student Life-assessment
Home-assessment
Reflection on goals
Discipline Incident Reports with reflection and plan for improvement
Completed Community Service
Life Planning:
Personal Profile Résumé
Student Life Activities
Work Internship Self-evaluation
Work Internship Supervisor Evaluation
Awards, Honors, Certificates
II -SESSION
Resume writing
Objectives:
To empower students in writing skills in order to prepare a persuasive resume.
To help students learn the nuances of resume to achieve their career goal.
Theory:
A Resume is a selective record of an individual’s back ground. It is a professional employment
seeking document that presents a summary of an individual’s education, professional training,
experience, skills , achievements and references etc. A well written persuasive resume tailored to
a specific job position immediately grabs the attention of an employer . There are three types of
resumes, i.e, Chronological resume, Functional resume and Combination resume. The design of
a resume largely depends on a person’s back ground, employment needs, career goals and
professional conventions in the area of specialization. The standard parts of a resume include the
heading, position sought, career objective, education, work experience, specific skills,
achievements, accomplishments and references.
Resume Design :
The design of a resume largely depends on a person’s background, employment needs, career
goals and professional conventions in the area of specialization. A resume should be original.
Although resume writing software may be used to design a resume or it may be written by a
professional resume writer, it should be designed according to individual needs. Keeping a
resume job specific gives it the required focus and makes it more effective.
Parts of a Resume :
The standard parts of a resume include the heading, position sought, career objective, education,
work experience, specific skills, achievements, activities, interests and references.
Heading :
The heading of a resume includes contact information, which contains the applicant’s name, full
postal address with pin code, telephone number with area code, fax number, and e-mail address.
Position Sought :
If applying for a solicited job position, the position sought should be mentioned so that the
employer is able to distinguish the application from those who might have applied for other
positions available in the company / organization.
Career Objective :
It should be a specific one-sentence focused statement expressing the candidate’s career goals in
relation to the targeted position. It should convey his / her motivation and interest in the job he /
she is seeking.
Example : To work as a product architect in innovative software company where I will be able to
use my experience in the areas of product and system architecture with expertise applications.
If you are just exploring a job position by sending an all-purpose resume, you may use a general
statement as your career objective. It should tell the potential employer the sort of work you are
hoping to do.
Example : 1. Seeking a suitable position in design / project management.
2. Challenging position in maintenance of computer printers and peripherals.
Profession Summary :
Some resumes may include a professional summary in place of career objective. It is a one-
sentence statement listing the applicant’s most important qualifications, his / her essential skills,
and his / her key work experience.
Example : Six year experience in providing customer support to users of the industry’s leading
network routing, switching, security, and VOIP technology as a CCNA professional at
CONVERGYS.
Education :
In this part of the resume, specific details regarding the applicant’s education and professional
training have to be included. The name and location of the school / college / university / institute
attended, dates of attendance, major areas of study, degrees / certificates received should be
mentioned. Relevant training programs, special courses, seminars and workshops that the
applicant might have completed, attended or conducted should also be included. Reverse
chronological order is used to list educational information.
Work Experience :
This part of a resume should provide a brief and specific overview of the applicant’s work and
professional experience.
Work experience should be given in reverse chronological order, by listing the most recent
employment first. Title of the position, employer’s name or name of the organization / company,
location of work, dates of employment, and important job responsibilities, activities and
accomplishments should be included. Emphasis should be placed on those aspects of the
applicant’s experience that illustrate his / her capabilities and positive personality traits.
Special Skills, Abilities and Aptitudes :
In this part of a resume, the applicant’s special skills, abilities and the aptitudes that are of
significance and of direct relevance to the job applied for are listed.
Activities and Interests :
Extra-curricular, Co-curricular, Professional activities, and hobbies and interests must be
mentioned. These activities must show that the applicant is a dynamic and energetic person who
can accept challenges.
Achievements / Accomplishments / Honours :
This part should include scholarships, fellowships, awards, distinctions, certificates or any thing
that shows achievement or recognition. These distinguish the candidate from the rest.
References :
Some employers need references from persons who know the applicant’s work or professional
competence through formal and professional interaction with him / her. When applying for a
solicited position where the employer wants references, the names of three persons who can give
letters of recommendations or references should be mentioned. These persons may include the
applicant’s previous employer, teacher, immediate supervisor, research guide, colleague,
subordinate and so on. The name of the reference must be mentioned, his / her designation, and
full contact address should be given.
III SESSION
Report writing
Objectives :
To equip students with a number of pointers to write professional and structured
technical reports.
To help students learn about project reports and research reports.
Theory
The word ‘Report’ is derived from a Latin term’Reportare’ meaning to carry back
information to some one who needs it . A report therefore is a description of an event carried
back to someone who was not present on the scene. A report is useful for spreading
awareness, making analysis and most important for decision making , therefore it must be
drafted very meticulously and organized appropriately. Reports can be broadly categorized
into Informational reports and Technical reports. A Technical report should explain what
you did, why you did it, what you discovered and what is significant of your finding. The
report should identify clearly what is novel about your work, and how it relates to prior
knowledge. Next the components of a Technical report are discussed such as: Title , author’s
name, acknowledgements, table of contents, introduction, body of a report, findings ,
conclusions, references and appendices if any.
Planning and preparation (reports)
An effective report is the result of careful preparation and execution of the plan. The following
are the preparatory steps to writing a report:
Define your purpose and scope
Determine your audience
Collect the data
Organize the material
Make an outline
A TR should explain what you did, why you did it, what you discovered, and what is significant
of your findings. The report should identify clearly what is novel about your work, and how it
relates to prior knowledge. There should be a focused topic, and an attitude about this topic. The
topic should be developed according to the attitude in a thorough, logical, and orderly fashion.
Throughout, the author should be helpful to the reader.
A report is useful for spreading awareness, making analysis and most importantly for decision
making and therefore it must be drafted meticulously and organized appropriately.
The Components
A technical report should include each of the following items:
Title: A logical, accurate, descriptive, and grammatically correct title.
Titles should be as short as possible, while still satisfying the foregoing criteria.
Author’s name and affiliation, and date.
Acknowledgments. Acknowledge any help you received, including any use of computer
equipment. Be specific.
Contents list: Focus on the scientific content of the project--your questions and answers.
Identify and explain interesting and important phenomena. Emphasize what is new about
your project. Although it is crucial to explain your experimental procedures, be concise.
Introduction/Terms of reference/Scope and Procedure which introduces the work,
provides the motivation and context and outlines other related work
Body of a technical report: Write a clear, informative, and thoughtful description and
critique of what you did. Include carefully drawn graphs and diagrams, wherever
applicable. Be sure to motivate, present, and interpret your findings.
Main technical chapters/Findings (the evidence) which document the core technical
work.
Project report consists of following chapters.
a. Chapter 1- Introduction
This section should include a clear statement of the major objectives of the project. In particular,
clearly identify questions you are going to answer. The problem statement should also include
any background information that may be needed to understand the major objectives
b. Chapter 2- Literature Survey
This section should contain a brief overview of the literature and studies that will be useful to
complete the project.
c. Chapter 3- Present Work
This section includes the design of the project, methodology and field work related
information.
Tools used for data collection and observations of the phenomenon can also be reported.
d. Chapter 4- Result & Discussion
This section includes a careful description of models and techniques employed, details of
assumptions or constraints imposed in order to make analysis possible, a description of data
inputs required, estimated parameter values from data, and source of data. The analysis of data
is also described.
e. Chapter 5- Conclusion & Future Scope
This chapter contains summary of the results, the methods used to obtain them, and how they
relate to the stated purpose of the project. In addition to the overall significance of findings and
the concepts learned, it clearly identifies connections between the main points of discussion.
Recommendations.
Appendices: Appendices for supplemental information and for detailed or voluminous
information must fit into the body of the technical report. For example, if your project
involves any computer programming, you should include a nicely documented and
formatted listing of all source code written.
References/Bibliography: Complete and accurate list of references helps to give credit
where it is due, to be helpful to the reader to identify useful related work, and to identify
the context and background of your work. Standard format of Bibliography must be used.
Writing Style
There is no fixed writing style but there are useful guidelines which aid the readability,
professionalism, objectiveness and impact of a report.
Who is the rapporteur?
All reports should be written in the third person i.e., as an objective observer! Avoid using terms
such as ``I did this experiment and ..". Instead substitute terms, such as ``The experiment was
performed ...''. Note that the best written description is not necessarily the same as the best verbal
description.
Who is the reader?
Decide, in advance of writing, who the likely reader of the document is. The document must be
pitched at an appropriate level with sufficient background to allow understanding by the target
audience. Examples of target audiences are shown below.
Form
Items related to general appearance and professionalism of the report is considered to be the
form.
Spelling
This may seem a small an unimportant point for an engineering text, but poor spelling makes a
document seem sloppy and may convey an impression that the engineering content is as loose as
the general appearance!
There are spelling checkers in virtually every word processor now.
Grammar
Many word processors now have grammar checkers as well as spell checkers, but the usefulness
of these is debatable, so don't rely on them. If in doubt, keep your sentences short and don't be
afraid to ask somebody how to use punctuation correctly.
The capital dilemma
Avoid excessive use of capital letters. Avoid the use of capitals for emphasis, use boldfacing or
italics instead. Capitals can be used effectively to differentiate between different section heading
levels.
Avoid Plagiarism.
Multimedia and Visual Balance
A technical report can contain information in a variety of forms. These include text, figures,
tables and equations. Choosing different means of representation can also be used to give visual
balance to the document, for example by breaking up long sections of text with equations, tables
or figures.
In cases where several options are available for representing a particular piece of information,
the author can choose appropriately to make the document a less daunting prospect to the reader
through visual balance.
Figures
``A picture tells a thousand words''? There is great substance in this statement, and nowhere
more obvious than in technical reports.
Use figures liberally to communicate specific results (graphs) and show an overview of the
system being described through block diagrams, etc.
Ensure that each figure has a number and a title, so that it can be referenced from the text.
Tables
Tables are an excellent means of giving an overview of numerical results or providing
information in a form which lends itself to comparison.
Again, ensure that each table has a number and a title, so that it can be referenced from the text.
Equations
Some authors shun the formality of equations, preferring to describe the required relationships in
textual form. However, it is generally possible to encapsulate a whole paragraph of such text in
single equations. Use equations in a technical report where possible!
Number all equations consecutively to allow reference from the text.
Text
Text is the `filler' and provides the bridge between the equations, figures, tables and references.
Guidelines:
In the introduction of your report, clearly identify a focused well-defined question.
Answer this question in the rest of your report.
Analyze and interpret your data, and discuss the significance and limitations of your
findings. Do not simply report your data.
Be sure that your technical report is complete in the sense that it has each of the
following components: descriptive title, author’s name and affiliation, date, informative
abstract, list of keywords, body, acknowledgments, and references.
In your abstract, specifically and concretely state your findings; do not vaguely describe
what you set out to do. Your abstract should summarize, not introduce. Do not begin your
abstract with the hackneyed phrase “this paper”.
IV SESSION
E-correspondence
Theory
It is the medium of communication that sends and receives messages through specially designed
computer network. With the revolution in information technology along with the rapid growth of
the internet e-mail has become the most popular communication medium. More and more people
are spending time on the net sending e-mail messages. There is no doubt that due to high speed ,
low cost and efficiency, e-mail is today one of the most important channels of communication.
Like business letters and memos, e-mail messages help to re-inforce professional and business
relations. Everyday business dealings and ordinary activities of business would not be possible
without e-mail. It can be used both as a means to reach out to people outside an organization, and
to send information within an organization. E-mail is used within organization through specially
designed internal computer network.
The advantages of using e-mail include speed, low cost, quick distribution, flexibility, easy
attachments and easy upward communication. Five characteristics that distinguish successful e-
mail messages are conciseness, accuracy, clarity, conversational tone and a single theme. E-mail
messages contain six segments: Heading (Date, from, to, subject, CC, Bcc) , Salutation, opening
statement, body, closing statement and signature.
Students are introduced to what e-correspondence is and also etiquette and ethics . E-
correspondence is an internet activity operated by exchange of computer stored data through
tele-communication. However certain guidelines are necessary and become pertinent on the end
user for his or her scrupulous observations while making the correspondence. It has attained
significance in enhancing the scope of business communication and more as user friendly for
career advancement to auguring the areas of employment and entrepreneurship at large.
Email Etiquette
Always include a subject line in the message
Make the subject line meaningful
Use correct grammar and spelling
Always use a signature if you can, make sure it identifies who you are.
Includes alternate means of contacting you (phone/mobile number are useful)
Use active words instead of passive
Avoid long sentences
Be concise and to the point
Unit –V Group discussions
Objectives
To understand the characteristics of successful group discussions
To identify areas of evaluation in GDs conducted by organizations as part of the selection
procedure
To Chalk out strategies to exchange opinions and suggestions in group discussion.
Theory:
The term “group dynamics” refers to the interactions between people who are talking together in
a group setting. Group dynamics can be studied in business settings, in volunteer settings, in
classroom settings, and in social settings. Group roles are largely determined by a combination of
a person’s personality and his or her experience with group settings. A person who is shy is more
likely to sit back in a group. A person who is impatient is more likely to push the discussion
ahead. A person who is very confident will offer more opinions. If such roles are more or less
pre-determined, how can the group dynamics be improved? The way a group interacts can be
improved in several ways. There are training programs to attend and there are tests one can take
to learn about one’s communication style. Perhaps the simplest way to improve a group’s
dynamics is for one or more group members to learn to manage the discussion, and thus help a
group accomplish its goals, much as a conduct or the opportunity to improve the effectiveness of
the members’ interactions. The entire group is responsible for its own effectiveness and all
members share equally in that responsibility.
Body language and Voice modulation in GDs
One of the most important elements of communication is body language. Our gestures, hand movements, facial expressions etc come under body language.To understand the importance of body language in group discussions candidates must understand that it is not just the mouth that speaks but the entire body acts as an instrument of speech. So, one must first understand how our body speaks and then learn to manage and control the non-verbal messages that we send across to audience.
Demonstrating a positive body language is important, pay attention to the slightest details of postures and gestures during the GDs. Experts advise that we must know how to use your body to effectively enhance our verbal message. Leaning forward slightly towards the group during the Group Discussion would go on to show that we are interested. Giving listening cues such as nodding whenever a fellow aspirant makes an important point shows your engagement in the process.
In a group discussion, positive body gestures are a sign of confidence and security. They are a sign of active participation and leave a good impression. When we communicate, it is very essential for us to have the correct body language to avoid offence to anyone.
Positive gestures include
Walking upright, Shaking hands confidently etc. Often body language conveys a lot of messages that words may not. A positive body language increases an impact on others. Body language helps to build a rapport with others. Body language helps to understand what others may try to convey.
Body language helps to control aggression and conflicts. Body language can show you are energetic in a group discussion.
When communicating, it is important for us to have positive body gestures. Direct and steady eye contact is the most important of them. Group discussion are based on some norms and aspirants need to develop the art of following those norms. Body language of the participants in a Group Discussion is observed by the moderators very keenly.
Voice modulation means fine tuning of pitch and tone of voice that helps the audience clearly hear the words spoken by any person.. It is a very important skill in public speaking. If you want to become an efficient speaker, you must master the art of voice modulation. It makes your talk more interesting, understandable and memorable to the audience. Avoid talking in a monotone as it leads to monotone. Pronounce words clearly and properly. Speak loud enough to be heard by everyone.
The Process of Conducting a GD
The batch of 24 students is divided into groups of 8 students each.
Once the topic is announced the participants are given 5 minutes for preparation.
Total time given for the discussion is 25 minutes.
Last 5 minutes are allocated for summarizing and concluding the GD.
Group Roles:
Initiator or Contributor: Initiates the discussion
Informer: Adds new information in discussion
Team Leader: Contributes to the flow of discussion on track
Creativity Contributor: Gives new perspectives to the discussion
Motivator: Contributes to inspire the morale of the group
Opinion Seeker: Encourages others to speak
Opinion Giver: Voluntarily gives opinions
Elaborator: Elaborates the points
Orientor: Facilitates the betterment of points given by others
Energizer: Motivates the members
Recorder: Records the minutes
Summarizer: Summarizes the discussion
A BUZZER will be given 5 minutes before the discussion concludes.
Intervention and Summarizing
As the group discussion is in progress , whenever there is a deviation from the topic or if an
argument persists any one of the participants can intervene politely to express his concern and
direct the participants towards the right track. It can also happen when a participant refuses to
budge or is adamant about his argument or does not allow others to speak .
Generally towards the end of the discussion, when the buzzer is given , one of the participants is
expected to give a comprehensive over view of the discussion by summarizing. This helps the
participants in recapitulating all the ideas put forth by all the participant. This also helps in
arriving at a conclusion.
The importance of GDs has increased in recent times due to its increasing role as an effective
tool in
a) problem – solving
b) decision – making
c) personality assessment
In most organizations, GDs aid in problem-solving and decision-making. Whenever there is a
need to take a decision in a particular case, the matter is discussed, analysed and evaluated.
GD is also used as a technique for personality assessment of candidates for job selection or
admission to professional courses. Groups of six to eight members are formed, and given a topic
to discuss within a limited time (generally 30-40 minutes). The members of the selection
committee closely evaluate the different skills of the candidate. Those who emerge as natural
group leaders are normally short-listed for a personal interview.
There are four major areas of evaluation in a GD:
a) Subject Knowledge
b) Communication Skills
c) Leadership Skills
d) Team Management
Characteristics of successful GDs
Agreement on group goals
Goal oriented interaction
Agreement on Procedures
Cooperative and Friendly Atmosphere
Use of effective communication Techniques
Equitable distribution of participation
Areas of evaluation
1. Subject knowledge
The participant should
possess knowledge of a wide range of subjects – national and international affairs,
burning social and economic issues, scientific and environmental issues, key
newsmakers, controversial topics, etc.
have general awareness of the above topics and be able to connect them to recent
issues he / she has come across in newspapers, magazines, etc.
be able to analyse facts or information in a systematic manner and put them across in a
creative way.
2. Communication skills
Appropriateness of Language
Clarity of Expression
Listening skills
Positive speech attitudes
Clear Articulation
Effective non-verbal communication
3. Leadership skills
Initiative
Analysis
Assertiveness
Self confidence
Objectivity
Patience and composure
Persuasiveness
Motivation
4. Team skills
Adaptability
Positive Attitude
Cooperation
Coordination
Types of Topics
Factual Topics: - Social/ Economic/ Political current Affairs
Controversial Topics: - Factual Topics which are argumentative in nature
Abstract Topics: - They make a candidate think laterally and link the abstract with concrete.
Case study: - Simulates a real-life situation
I SESSION :
Theory
Inputs on the nature of GD, what is assessed in a GD and Dos and Don’ts of GD are
highlighted.
Dos & Don’ts
Discuss the topic thread bare
Look at the topic from the point of view of all affected parties; from all angles and
perspectives
Anticipate views
Break in and make your point, without being called to do so, ensuring politeness and
relevance to the context
Be audible
Make brief remarks rather than long speeches
Be open-minded and conciliatory rather than dogmatic
Avoid personal attacks
Back your arguments with evidence and authority
Use appropriate gestures
Maintain eye - contact
Be group-centered rather than self - centered
LISTEN keenly and understand the points made by others
Don’t withdraw; contribute steadily and vigorously throughout the discussion
Smile – look cheerful
Disagree agreeably
Relate your remarks to others
Be assertive
Don’t be abrasive, dominating or aggressive
Conclude by giving a quick recap and by emphasizing points on which there were
differences and convergences
Different situations when a GD is conducted are explained – for eg. In Personality
Assessment, decision making, problem solving, opinion sharing etc.
The difference between GD and debate is highlighted.
PPT on what is assessed in a GD is shown
Group discussion strategies
Getting the GD started
Contributing Systematically
Creating a Cordial, Cooperative Atmosphere
Moving the Discussion Along
Promoting optimal Participation
Handling Conflict
Effecting Closure
exchanging
opinions,
suggestions,
proposals
Asking for opinions
Giving opinions
Supporting your opinions
Balancing points of view
Agreeing disagreeing
Requesting suggestions
Making suggestion
Accepting and Rejecting Proposals
PREP FORMULA
(For a structured GD)
Position
Reason
Example
Position
Parameters for Assessment
Intellectual Competence
Leadership Skills
Teamwork
Interpersonal Skills
Attitude
Communication Skills
II SESSION
Theory
Fact Based - These topics require a basic level of awareness. The given topics are I the form of
a statement. They test interpersonal skills and behavior, rather than discrete information. The
group should arrive at a consensus by the time they conclude the discussion.
o Cricket and India.
o Issues of managing diversity in a country like India.
o Honesty is the best policy.
o Living in a joint family is better.
o Guessing is an act of intelligence.
Controversial group discussion topic is a speech topic that has many controversies, pros and
cons. Participants need to take a stand on the issue and put forth their points.
o Most people support embryonic stem cell research.o Life imprisonment is a good alternative to capital punishment.
III SESSION
Theory
Case –based : The fourth type of group discussion topics are so-called case studies. Here a
short description of a situation is given to all the participants. They need to study the situation
analyze it and discuss various solutions to the problem.
o School Violence - What are the real causes of violence and bullying in Schools?o Recycling - Sort out how to make money with recycling.
Abstract:
Such topics are based on one’s perception. The way one looks at the topic decides the
subsequent participation and performance. The challenge here is to put forth multiple
implications of the topic and then evoke a discussion on some of them. Idea generation and
ability to add a tangible angle to an otherwise abstract topic are the hallmarks of success here.
Examples:-
o And the clock struck 13!
o Red is red, blue is blue and never the two shall meet.
Inputs are given on case studies taken from fields like sales, marketing, commerce, industry,
technology, etc. Students are taught to comprehend and analyse the case from various angles.
Students are exposed to abstract topics and shown how they should interpret and discuss them.